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Transforming the preparation of physics graduate teaching assistants: Curriculum development

Emily Alicea-Muñoz1,*, Carol Subiño Sullivan2, and Michael F. Schatz1

  • 1School of Physics, Georgia Institute of Technology, 837 State Street, Atlanta, Georgia 30332, USA
  • 2Center for Teaching and Learning, Georgia Institute of Technology, 266 4th Street NW, Atlanta, Georgia 30332, USA

  • *ealicea@gatech.edu
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Phys. Rev. Phys. Educ. Res. 17, 020125 – Published 30 September, 2021

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.17.020125

Abstract

Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P framework we developed (pedagogy, physics, professional development), the course has evolved into a robust and comprehensive professional development program that is well received by physics graduate students.

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Phys. Rev. Phys. Educ. Res. 17, 020125– Published 30 September, 2021
  • Received 16 June 2021
  • Accepted 19 August 2021
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